20 UGDYMAS  KŪNO KULTŪRA  SPORTAS Nr. 4 (87); 2012; 20–26; SOCIALINIAI MOKSLAI DIFFERENT APPROACHES TO THE CONCEPT OF COLLOCATION IN ENGLISH: WHY LEARN COLLOCATIONS? Lina Danilevičienė, Roma Vaznonienė Lithuanian Academy of Physical Education, Kaunas, Lithuania

ABSTRACT Research background. A collocation is a combination of two or more words that are commonly used together in English. Collocation is an indispensable element of any English text and no piece of natural spoken or written language is totally free of collocation. There exist different approaches to the concept of collocations in English. However, there is no exhaustive and uniform definition or categorization of it. Second language learners do not have many guidelines to follow considering the admissibility of collocation, thus collocations seem to be an insurmountable obstacle to the attainment of native like fluency and is one of error generating areas in general English and especially in EAP (English for Academic Purposes) and ESP (English for Special Purposes). Research aims were to analyze and systemize different theoretical approaches to the concept of collocation in English with reference to the data of scientific research as well as give the answer why collocations should be learned and taught at all levels of language proficiency and within different registers. Research method used – theoretical analysis of classical and modern research articles on collocation in English. Research results. Various linguistic schools have had different approaches to the study of collocations. Acquisition of collocations can be the source of particular difficulties for L2 leaners in attaining native-level competence. Collocations should be taught from the very beginning at all levels of language proficiency. Discussion and conclusions. As a result of analysis and systemization of scientific data the following conclusions have been made: 1. Collocation is a lexical co-occurrence of lexemes. In order a lexical combination could be called a collocation it should satisfy the criterion of frequency and grammatical structure; 2. Lexis and grammar cannot be separated; 3. Lexis is inseparable from semantics. 4. Knowledge of collocations can help develop language proficiency in such areas as English for Specific Purposes (ESP) and English for Academic Purposes (EAP). Students’ motivation to learn collocations and make good use of them in their essays, research works and academic language should be increased.

Keywords: collocational, co-occurrence, language acquisition, register.

INTRODUCTION

ollocation is an indispensable element of areas in general English as well as in EAP (English any English text and no piece of natural for Academic Purposes) and ESP (English for Cspoken or written language is totally free Special Purposes). of collocation. Second language (L2) learners do This linguistic study is primarily concerned not have many guidelines to follow considering the with the usefulness of collocation in the process of admissibility of collocation, thus collocations seem teaching foreign languages as well as problems they to be an insurmountable obstacle to the attainment may cause for L2 learners, especially in attaining of native like fluency and is one of error generating language proficiency in academic and specialized DIFFERENT APPROACHES TO THE CONCEPT OF COLLOCATION IN ENGLISH: WHY LEARN COLLOCATIONS? 21 language writing essays, scientific articles, etc. general syntactic rules for combining words of a Collocational knowledge could facilitate L2 particular class. The general syntactic patterns are learners in avoiding language errors, ambiguity followed by the speaker regardless of the concrete and help express more clearly the information they lexical meanings of words which “fill in “the want to convey. formula (for instance, when forming the simplest Speech formation, its functioning and and most classical kind of word combination – a development are determined by the opposition binary attributive word combination – the speaker of two contradictory factors: on the one hand, of English places an adjective before a noun, while creativity, unlimited realization of language in French the syntactic pattern of the same kind of potentialities, on the other – non-productivity, word combination would require the reverse order. fixedness, use of prefabricated closely bound units. Collocation is defined as lexically- English linguist John Sinclair suggests two phraseologically conditioned combinability of main principles of language model: words. “By this we mean that when the speaker • the open-choice principle, combines words in speech his freedom is restricted • the idiom principle (Sinclair, 1991) by the lexical-phraseologically “valencies of The open-choice principle is a way of seeing words”, their lexical-phraseological attraction or language text as the result of a very large number repulsion” (Alexandrova, Ter-Minasova, 1987, of complex choices. At each point where a unit is p. 37). completed (a word, a phrase or a clause), a large Thus, the process of speech formation is range of choices opens up and the only restraint conditioned, on the one hand, by morphosyntactic is grammaticalness. “It is called a slot and filler or colligational factor, which is more general, more model, envisaging texts as series of slots which abstract, a kind of formula separated from concrete have to be filled from a lexicon which satisfies local lexical meanings of words (adjective+noun, restraints” (Sinclair, 1991, p.109). adverb+adjective, noun+noun, noun+verb, However, it is clear that words do not occur at verb+noun, verb+adverb, verb+expression random in a text. It would be impossible to produce with preposition, etc.) and, on the other, lexical- a normal text simply by operating the open-choice phraseological, or collocational, which is something principle. particular, something specific. There are sets of linguistic choices which come The general colligation patterns form the under the heading of register and which can be seen skeleton of a speech event, while specific lexical as large-scale conditioning choices. Once a register filling, the collocational aspect, shapes its body, choice is made, then all the slot-by-slot choices are makes it real. reduced in scope or even pre-empted. This research arises out of the importance of The idiom principle accounts for the restraints collocation itself. It is important to study collocation that are not captured by the open-choice model. because: The essence of this principle is that a language • It is a frequently discussed phenomenon; user has available to him a large number of semi- • There are different attitudes towards preconstructed phrases that constitute single the phenomenon of collocation and its choices. categorization; The freedom with which the speaker brings • Collocations are defined and interpreted together words in speech may be restricted by differently; requirements of the language itself, its syntactic • Collocations are significant in the process of structure, its inner regularities and laws, which can second language acquisition. be presented in the dichotomy of colligation and • Collocation tends to be one of the most collocation. problematic and error-generating areas of Colligation is defined as the morpho- academic and special vocabulary. syntactically conditioned combinability of words Research aims were to analyze and systemize in speech. It is based on the abstract form of different theoretical approaches to the concept of language; its syntactic patterns. It is obvious that collocation in English with reference to the data of speech formation would be impossible without scientific research as well as give the answer why certain general patterns which must be accepted collocations should be learned and taught at all levels by the speaker. The speaker is obliged to obey the of language proficiency from the very beginning. 22 Lina Danilevičienė, Roma Vaznonienė

RESEARCH METHODS idea that lexis is separated from grammar. In this new approach both the lexical and grammatical Research method used – theoretical analysis aspects of collocation are taken into consideration. of classical and modern research articles on To the above mentioned linguists at this stage of collocation in English. The object of the research collocation analysis collocation is the occurrence was collocation in English. of independent lexemes. They should be analyzed at the preferably lexical level. RESEARCH RESULTS The semantic approach. The advocates of this approach attempt to examine collocations from There are several approaches to the concept of the semantic point of view, also separately from collocation in English. grammar (Martynska, 2004). Their main goal is The lexical approach. Supporters of the to find out why words collocate with certain other lexical approach claim that the meaning of a word words. J. Sinclair in his later research emphasized is determined by the co-occurring words. Lexis is the role of semantic factor in collocations. “There considered to be independent and separable from is no assumption that meaning attaches only to the grammar. Thus, a part of the meaning of a word is word. It is anticipated that meanings also arise from the fact that it collocates with another word. The the loose and varying co-occurrences of several interpretation of collocation by English linguist words, not necessarily next to each other” (Sinclair, John Firth became the most popular among other 1996, p. 99). If there is no meaning between the methods of syntagmatic analyses. He introduced the combining lexemes, our lexicon becomes empty. first formal definition of collocation. The meaning Lexical semantics, according to Sinclair, is of a word is determined by the co-occurring words. inseparable from grammar. “You shall know a word by the company it keeps” The structural approach. According to this (Firth, 1957, p.195). J. R. Firth calls this company approach, collocation is determined by structure “collocation”, which is part of the meaning of a and occurs in patterns. Therefore, the study of word. Meaning by collocation is an abstraction at collocation should include grammar. Lexis and the syntagmatic level. Thus, part of the meaning grammar cannot be separated and, consequently, of a word is the fact that it collocates with another two categories are defined: lexical and grammatical word. But those combinations are strictly limited. collocations, which represent two distinctive but After J. R. Firth (1957), and M. K. Halliday related aspects of one phenomenon. Grammatical (1966) added some insights for the notion. collocations usually consist of a noun, an adjective McIntosh investigated the “collocational range”. or a verb plus a preposition or a grammatical He noticed that the range of words is not fossilized. structure such as “to+infinitive” or “that+clause”, M. K. Halliday’s innovation was that he clearly e. g. by accident, to be afraid that... Lexical separated lexical matters from grammatical ones. collocations do not contain grammatical elements, For M. K. Haliday collocations are examples but are combinations of nouns, adjectives, verbs, of word combinations. He introduced the term adverbs. “lexical set”. It is a set of lexemes that show similar Among advocates of the structural approach tendencies to collocate. In his works he highlights R. Carter, G. Kjellmer and M. Lewis’ names are the crucial role of collocations in the study of lexis. mentioned. However, J. Lyons (1977) argues that meaning R. Carter (1998) defines collocation as a of a lexeme is not only syntagmatically determined. group of words that recurrently co-occur in a He spoke about “encapsulation” of meaning, that language. He distinguishes between grammatical is, lexicalization of the syntagmatic modifying collocations which result not only from grammatical component. If a lexeme is frequently used in relationship, but most of all from co-occurrence collocation with a restricted set of syntagmatically of lexical units in a specific company. The total modifying lexemes or phrases, it may encapsulate number of words which can collocate with an X their sense. word is called a “cluster” of X. He also points out J. Sinclair in the early period of his that certain elements of a cluster are more central investigations argued that collocation in its purest than other, which means that they are more likely sense recognizes only the lexical co-occurrence to co-occur with X. of words. Later on J. Sinclair (1996) slightly Swedish linguist G. Kjellmer (1990) states that changed his attitude by dismissing the previous individual word classes are “collocational” or “non- DIFFERENT APPROACHES TO THE CONCEPT OF COLLOCATION IN ENGLISH: WHY LEARN COLLOCATIONS? 23 collocational” in character: articles, prepositions, to development of Corpus Linguistics. Corpus singular and mass nouns as well as the base forms Linguists specify a key word in context (KWIC) of verbs are collocational in their nature whereas and identify the words immediately surrounding adjectives, singular proper nouns and adverbs are them. This gives an idea of the way words are used. not. According to G. Kjellmer English words are The processing of collocations involves a scattered across a continuum which extends from number of parameters, the most important of which those items whose contextual company is entirely is the measure of association, which evaluates predictable to those whose contextual company is whether the co-occurrence is purely by chance or entirely unpredictable. statistically significant. Due to the non-random Most words tend to appear towards the nature of language, most collocations are classed beginning of the continuum, which can also be as significant, and the association scores are simply described as a scale of fixedness of collocation. used to rank the results. Then it extends from totally free, unrestricted Besides, electronic support to dictionary combinations to totally fixed and invariable ones. content management has changed a great deal M. Lewis (2000) argues that most collocations how data are encoded, managed and retrieved are found in the middle of this continuum, which (Robichaud, 2011). means that there are very few “strong” collocations. From its outset, one of the main concerns of He makes a distinction between “strong” corpus linguistics was the construction of corpora collocation, “common” collocation which makes that were representative as closely as possible up numerous word combinations and “medium of natural language. To this end, larger corpora strong” one, which account for the largest part of offered not only ever increasing amounts of data the lexis a language learner needs. but also, more importantly, different kinds. This M. Lewis defines collocation as a subcategory allowed previously unnoticed patterns of language of multi-word items, made up of individual words use to emerge. It also suggested that language itself which habitually co-occur and can be found within as a linguistic system, rather than being rule-based, the free-fixed collocational continuum. is – inherently probabilistic and that choices made S. Hunston (2002) concluded that there are by users of the language are affected by more than correlations between grammatical patterns and just internal linguistic constraints (Laybutt, 2009). lexical meaning. All words can be represented by The notion of the influence of context on specific patterns and the meanings of words which language choice has also informed the development share patterns have a lot in common. That means of smaller, specialized corpora. “The use of these that a word has a specific meaning when it co- specialized corpora can play a key role in the occurs with a certain word. investigation of the linguistic characteristics To the above mentioned authors lexis and of restricted academic disciplines, specialized grammar cannot be separated. Therefore two language and the description of recurrent patterns basic types of collocations are distinguished: that may characterize particular genres or registers grammatical which result from grammatical within a sample of texts. It has found application relationship and lexical which result not only from in particular within such areas as English for grammatical relationship but most of all from co- Specific Purposes (ESP) and English for Academic occurrence of lexical units in a specific company. Purposes (EAP)” (Laybutt, 2009, p. 12). Besides, individual word classes are “collocational” or “non-collocational” in character: Collocations in sports. One of the examples prepositions, articles, base forms of verbs, singular of specialized corpora is sports language. The role and mass nouns are collocational in their nature of sports language is strictly related to the role of whereas adverbs, adjectives, singular and proper sports in man’s life, and the function of linguistic nouns are not. expression in sports is associated with particular Individual words habitually co-occur within patterns of sports behavior of different individuals the free-fixed collocational continuum. and groups. Each human activity affects its linguistic A new era in linguistics began with the expression in terms of vocabulary, phonology and introduction of computers to the study of language. syntax. The sport variation of language has been Access to large corpora has uncovered a lot of new developed by athletes and all other sports people in facts about language. It made language research order to fulfill their needs of communication in the more objective and effective and laid a background areas of their sports activities. 24 Lina Danilevičienė, Roma Vaznonienė

The language of sports is full of collocations focused on the lexical approach to the study of which may be problematic for L2 learners: collocations. “The principle of lexical approach Do – athletics, gymnastics, judo, weightlifting, is to allow learners experience language items in aerobics, yoga, wrestling, archery, etc.; natural contexts and to learn from their experience. Play – games: tennis, chess, basketball, It focuses on developing learners’ proficiency with badminton, billiards, hockey, rugby, golf, etc.; words and word combinations” (Willis, 1994, Go – jogging, swimming, fishing, skiing, p-viii). It is based on the idea that an important part bowling, cycling, skateboarding, surfing, of language acquisition is the ability to produce snowboarding, climbing, sailing. lexical phrases as chunks and that these chunks If we take only a small section of “winning and become the raw data by which learners perceive losing” numerous collocations can be found there: patterns of language traditionally thought of as Sportsmen and sportswomen want to win grammar (Lewis, 1993).For years L2 teachers matches, not lose matches. were overwhelmed with the idea of communicative But you can’t win all the time! Sometimes a approach. Thus, in teaching and learning a foreign team or player deserves to win, but gets narrowly language fluency in language was considered to defeated/beaten. be of more importance than accuracy. However, Before they go in for/enter a competition, students of L2 may have good speaking and athletes train hard. listening skills but the effectiveness of vocabulary They probably attend/do at least five training and grammar is still questionable. Lexical approach sessions a week. has been adopted in teaching and learning foreign Of course, a sportsperson’s ultimate aim is to languages as well. break the world record in their sport. Acquisition of collocations is difficult for L2 If they succeed, they set a new world record learners as only native speakers can have a good and become a world record holder. knowledge of collocations. According to M. Stubbs They are sure to come up against fierce/intense (2005), culturally and communicatively competent competition as they try to achieve their ambitions. native speakers of English are aware of such Sometimes they are satisfied if they just achieve probabilities and of the cultural frames which they a personal best (McCarthy, O’Dell, 2005, p. 56). trigger. On the other hand, often native speakers’ Consequently, collocation in sport language intuitions about collocations are inaccurate, and tends to be problematic and error-generating area they also have to refer to dictionaries. as well as academic vocabulary and other special “For foreign language learners, however, vocabularies. In order to help learners of English in collocation can be the source of particular the process of acquisition of collocations suggestion difficulties in attaining native-level competence was also made by B. E. Laybutt (2009) that, for due to the seemingly arbitrary nature of the word the study of collocation, language learners may be combinations and the sheer number of collocations better served by taking a genre teaching‘ approach, present in the language” (Nesselhauf, 2003, p. 230). focusing not only on the surface forms and patterns of Collocation cannot be invented by a second individual collocations but also their functional role language user as s/he does not have many for cohesion within text, register and genre. In this guidelines to follow considering the admissibility way, a more systematic and manageable approach to of collocation, whereas a native speaker uses them the study of collocation may be achieved. instinctively. The precise understanding and command of Knowledge of collocations is vital for the the language of sports, its terminology and its competent use of a language: a grammatically combinations of collocations, is crucial for an correct sentence will stand out as awkward if adequate degree of communication in this era of collocational preferences are violated. globalization and competition. Learning collocations is a good idea because they can: DISCUSSION a) give you the most natural way to say something; Why learn collocations? b) give you alternative ways of saying Various linguistic schools have had different something, which may be more colorful/expressive approaches to the study of collocations. Recently, or more precise; research interests of many linguists have been c) improve your style in writing; DIFFERENT APPROACHES TO THE CONCEPT OF COLLOCATION IN ENGLISH: WHY LEARN COLLOCATIONS? 25

d) help develop language proficiency in such all levels of English language proficiency as well as areas as English for Specific Purposes (ESP) and within different registers. English for Academic Purposes (EAP),which can As a result of analysis and systemization of be especially useful for university students. scientific data the following conclusions have been Thus, when combining courses with collocations made: teaching, instructors priority is to help students 1. Collocation is a lexical co-occurrence of acquire collocations. Teachers should be selective lexemes. In order a lexical combination could be about what collocations to teach. They should make called a collocation it should satisfy the criterion of sure that collocations are active and appropriate for frequency and grammatical structure. learners at different stages (Hill, 2000). 2. Lexis and grammar cannot be separated. Methods of teaching collocations include, for 3. Lexis is inseparable from semantics. example, providing vocabularies in a collocation Lexemes are associated with each other by meaning form, adopting books that include collocations, relations. training students to observe and note collocations 4. Collocation cannot be invented by a in reading texts, encouraging students to collect second language user as s/he does not have many their collocation for future use, collecting words guidelines to follow considering the admissibility from their own topics of interest. This would of collocation, whereas a native speaker uses them increase students motivation to learn collocations instinctively. and make good use of collocations in their essays, 5. Knowledge of collocations helps L2 learners which also helps students to record and memorize express more clearly the information they want words more systematically. to convey as well as give you alternative ways of saying something, which may be more colorful/ CONCLUSIONS AND expressive or more precise; PERSPECTIVES 6. Collocations should be taught from the very beginning at all levels of language proficiency Collocation is an indispensable element of as collocational competence can help language any English text and no piece of natural spoken learners produce texts which are not only or written language is totally free of collocation. grammatically but also syntactically correct. There exist different approaches to the concept 7. A genre teaching‘ approach should be taken of collocations in English. However, there is no for the study of collocation, focusing not only exhaustive and uniform definition or categorization on the surface forms and patterns of individual of collocation. The definition of collocation still collocations but also their functional role for remains the subject of some debate. Therefore, it cohesion within text, register and genre. tends to be one of the most problematic and error- 8. Knowledge of collocations can help develop generating areas of vocabulary. language proficiency in such areas as English for In this theoretical research attempts have Specific Purposes (ESP) and English for Academic been made to analyze and systemize different Purposes (EAP), which can be especially useful theoretical approaches to the concept of collocation for university students. By encouraging students to in English with reference to the data of scientific collect words from their own topics of interest should research. Besides, as collocations are important increase students motivation to learn collocations in L2 acquisition, we tried to answer the question and make good use of collocations in their essays, why collocations should be learned and taught at research works and academic language in general.

REFERENCES

Alexandrova, O., Ter-Minasova, S. (1987). English Firth, J. R. (1957). The Technique of Semantics. Papers in Syntax. Moscow: Moscow University Press. Linguistics 1934–1951. London: Oxford University Press. Boonyasaquan, S. (2009). The Lexical Approach: An Halliday, M. A. K. (1966). Lexis as a linguistic level. Emphasis on Collocations [2012 08 04]. Internet link: In C. E. Bazell, J. C. Catford, M. A. K. Halliday, http//www. ejournals.swu.ac.th/index.php/hm/article/ R. H. Robins (Eds.), In Memory of J. R. Firth download/626/627. (pp. 148–162). London: Longman. Carter, R. (1998). Vocabulary. Applied Linguistic Hill, J. (2000). Revising priorities: From grammatical Perspectives (2nd ed.). New York: Routledge. failure to collocational success. In M. Lewis (Ed.), 26 Lina Danilevičienė, Roma Vaznonienė

Teaching Collocation: Further Development in the [2012 09 15]. Internet link: http://www.inveling.amu. Lexical Approach. Oxford: Oxford University Press. edu.pl/pdf/malgorzata_martynska_inve11. Hunston, S. (2002). Corpora in Applied Linguistics. McCarthy, M. O‘Dell, F. (2005). How words work Cambridge: Cambridge University Press. together for fluent and natural English [2012 07 16]. Internet link: http:// www.peekyou.com/felicity_ Kjellmer, G. (1990). Patterns of collocability. In J. Aarts, dell - United States. W. Meijs (Eds.), Theory and Practice in Corpus Linguistics. Amsterdam: Rodopi. Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for Laybutt, B. E. (2009). Collocation and textual cohesion. teaching. Applied Linguistics, 24 (2), 223–242. A Dissertation of the School of Humanities of the Robishoud, B. (2011). Terminology discovery and University of Birmingham [2012 06 20]. Internet link: assessment. Observatoire de linguistique Sens-Texte http//www.asian-efl-journal.com/Thesis/Thesis- (OLST) (pp.55–61): Université de Montréal. Laybutt. Sinclair, J. (1991). Corpus Concordance Collocation. Lewis, M. (2000). Teaching Collocation: Further Oxford: OUP. Development in the Lexical Approach. Hove: Language Sinclair, J. (1996). The Empty Lexicon. International Teaching Publications. Journal of Corpus Linguistics, 1 (1). 99–119. Lyons, J. (1977). Semantics. Cambridge: Cambridge Stubbs, M. (2005) Words and Phrases. Oxford: University Press. Blackwell Publishing. Martynska, M. (2004). Do english learners know Willis, D. (1994). The Lexical Approach. 3rd ed. London: collocations? Investigationes Linguisticae, Vol. XI Harper Collins Publisher.

KOLOKACIJOS ANGLŲ KALBOJE: KODĖL REIKIA MOKYTIS KOLOKACIJŲ? Lina Danilevičienė, Roma Vaznonienė Lietuvos kūno kultūros akademija, Kaunas, Lietuva

SANTRAUKA Tyrimo pagrindimas ir hipotezė. Kolokacija – tai dviejų ar daugiau žodžių junginys, kurį įprasta vartoti kalboje. Anglų kalboje kolokacijos yra ypač plačiai paplitusios. Egzistuoja skirtingi požiūriai į kolokacijas anglų kalboje. Deja, nėra išsamaus ir vienodo kolokacijų apibrėžimo. Nėra ir taisyklių, kurių laikantis besimokantieji anglų kalbos galėtų žinoti, kurias kolokacijas galima vartoti, kurių – ne. Tad kolokacijos išlieka viena iš sunkiausiai įveikiamų kliūčių mokantis bendrinės anglų kalbos, kartu tai ypač opi akademinės ir specialiosios anglų kalbos problema. Tikslas – analizuoti ir susisteminti įvairius teorinius požiūrius į kolokacijas remiantis tyrimų duomenimis, taip pat bandyti atsakyti į klausimą, kodėl reikia mokyti ir mokytis, kaip taisyklingai vartoti kolokacijas visų žinių lygių ir įvairių funkcinių stilių anglų kalboje. Metodai. Buvo analizuojami klasikiniai ir šiuolaikiniai moksliniai darbai, susiję su kolokacijomis anglų kalboje. Rezultatai. Įvarios lingvistinės mokyklos turi skirtingą požiūrį į kolokacijas. Kolokacijas sunkiai išmoksta tie besimokantieji, kurių anglų kalba yra gimtoji. Taigi žinias apie kolokacijas būtų patartina teikti įvairiais kalbos mokymo lygiais. Aptarimas ir išvados. Išanalizavus ir susisteminus tyrimo duomenis padarytos išvados, kad kolokacija yra sudaryta iš leksemų. Tai nėra paprastas žodžių junginys, nes jis turi atitikti dažnumo ir gramatinės struktūros reikalavimus. Svarbu tai, kad leksika yra neatsiejama nuo gramatikos ir semantikos. Žinios apie kolokacijas gali padėti besimokantiems anglų kalbos išvengti klaidų, dviprasmiškumo kalboje ir aiškiau perteikti informaciją. Ypač tai svarbu vartojant akademinę anglų kalbą. Taisyklingas kolokacijų vartojimas studentų rašiniuose, mokslo darbuose ir šnekamojoje akademinėje kalboje turėtų būti nuolat skatinamas.

Raktažodžiai: kolokacija, žodžių junginys, kalbos išmokimas, funkcinis stilius.

Gauta 2012 m. spalio 22 d. Corresponding author Lina Danilevičienė Received on October 22, 2012 Lithuanian Academy of Physical Education Sporto str. 6, LT-44221 Kaunas Priimta 2012 m. gruodžio 5 d. Lithuania Accepted on December 5, 2012 Tel +370 68686994 E-mail [email protected]